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Assisting Student Writers With Correction

A
recent conversation with a group of teachers about correcting errors in writing
set me to thinking about the ways we approach this often vexed issue.

We
know inexperienced writers make errors. We also know experienced writers make
mistakes. Learning cannot take place without some level of error. One of the
greatest issues a developing writer can face is to be inhibited from
responding, for fear of being wrong.

When
a young writer tackles an unfamiliar word in their writing and spells it
correctly they confirm their existing beliefs concerning that word. If they
happen to get it ‘wrong’ then they learn something just as important. They
learn that they must modify their belief about that word. The writer learns by
testing their existing belief. This is the kind of healthy risk taking we must
encourage in our classrooms. Writers should not be afraid to tackle new words.

I
recall with glowing pride as a Grade 1 writer tackled the word aquarium in her writing, because
‘fish tank’ just wouldn’t do. We celebrated the risk taking with much ceremony
during the share time that day. The next lesson saw many more risk takers
emerge in that writing community. I further recall reading Frank Smith’s
‘Essays Into Literacy,’ many years ago, where Smith wrote, ‘Children do not learn from being corrected
but from wanting to do things the right way.’ Children do not become better
writers by writing less, and this is the possible negative outcome from an over
emphasis on correction.

Correction
is beneficial when students sees the need for it. When they have an authentic
purpose for the writing they are doing, they engage in the process with purpose
and a desire to make it work for the reader.

The
pen that makes the correction must be in the hand of the writer, not the
teacher. When the teacher assumes the total responsibility for correcting errors related to spelling, punctuation or grammar, they effectively entrench student dependency. the student comes to rely on the teacher to make the necessary adjustment in order for the writing piece to be viewed as 'reader friendly.'

Correction needs to be about ownership rather than imposition. Most of
the effort expended by teachers playing the part of the correction police
is largely a waste of time. It overwhelms the learner and openly discourages
effort in the mind of the hapless victim. Imagine how we, as adults would feel
if someone took hold of our notebooks and started correcting them for spelling
and grammar?

Jeff
Anderson’s idea of issuing students with’ an invitation to explore’ exemplars
of good writing has always struck me as
a wonderful way to deal with many of the issues that young writers deal with
as they grapple with making their writing ‘reader friendly.’

By
consistently sharing models of great writing we have the opportunity to
highlight the conventional wisdom regarding spelling, grammar and sentence
construction. Armed with this information the young writer is then invited to
conduct a discrepancy analysis and make the appropriate changes. Again, more
power to the writer…

Do
we want students to be able to identify errors and make corrections, or do we
want them to use the power of punctuation to create messages that resonate with
clarity and beauty? Actually, we want both!

I
feel the need to be an advocate for all those young writers out there. I still
remember being one myself and the dis-empowering feeling of having my writing
ravaged by the red pen people. Those
written remarks were usually the only feedback we received for our efforts.

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Another school year is on the horizon in Australia...To assist teachers launching writing in their classrooms in the early days of the new school year, I offer the following support. Hope you find these ideas helpful in commencing your writing program in 2018.

My sincere hope for this year, is for student writers to encounter teachers who are focused on how to write, rather than what to write. In order for this to occur, teachers of writing must be prepared to commit to being writers too. Writing alongside your students sends a vital message regarding the importance of being someone who chooses to write, and sees value in such acts. it will immediately elevate writing in the minds of impressionable, curious learners. I urge you to be bold and brave. Become the risk taker you want your students to be.

I can say this with full confidence; every teacher possesses the potential to be the most influential writing mentor students will encounter in any school year.

To prepare for the writing that will emerge during the year we need to teach young writers how to find great ideas for writing lying deep inside themselves, before writing about them with focus. We need young writers to think deeply about what they are writing down. We want them to write about the things that matter most to them, -those things closest to the heart.

Encourage young writers to REREAD their initial work efforts to see if they can add more information for their reading audience.

Possible Teaching Points Upon Which to Focus:

•Writers make lists of important memories, people, places which could become story topics.

•Writers often sketch important memories, people, places which could spark an idea for a writing piece. They collect artifacts and ephemera to further stimulate their thinking.

•Writers get ideas for writing from reading lots of books. Books similar in genre/mode to what they are wishing to write.

Writing What You ReadI am acutely aware what I read influences what I write. With that thought at the front of my thoughts today, I find myself reflecting on my summer reading.

It just so happens that during the summer I was fortunate enough to receive two poetry books as gifts and managed to find three more, I purchased myself. All in all it was a rather eclectic collection of poems, to say the least. That fact just added to the appeal.

A Name Means Everything From my study I often hear one of our neighbours calling her dogs in the forlorn hope that they will obey her commands.

Ava and Theo, her two strong willed Pugs regularly pay her no mind. They are her untamed babies, wild and willful. Despite her numerous pleas for compliance they continue to wander and scamper off in directions of their own choosing. ‘Theo, come back now!’ ‘Ava, Ava, no!’ ‘Ava, Theo, come here, right now!’ Those defiant little dogs feign deafness and snuffle away, only returning when good and ready. The pugly truth is they are quite naughty.

I chuckle each time I hear the plaintive cries. Those dogs have the coolest names though. Theo and Ava. With names like that I feel they should be a geriatric couple defying the dimming of their days with age inappropriate behaviour, rather than two tiny Pug dogs. I wonder where those doggy names originated? I’m sure there’s a story there...

Returning ToSpine Poetry Because it is Friday. Poetry is in order. Poetry is always in order, but particularly as the working week ends. I welcome it like wine on the weekend.

To try this poetry idea I grabbed a plentiful supply of books. I went to my personal library, scanned the shelves for suitable titles before arranging them in an order I felt provided some cohesive flow of ideas. This provides some spine splendid viewing fun. It's word play. Spine time. Something all writers need to indulge in, from time to time.

When I was satisfied with the order, I photographed my creations.

Always an easy, fun way to engage young poets, and more experienced poets too, in creating words of wonder and delight.

The top one is brand new. Inspired by some poetry titles in my collection. It has just emerged from the Poet's oven. The other two are earlier creations, re-presented for your viewing/reading pleasure.

People who write get to live life twice - in the moment and in retrospect. That's what sets writers and poets apart. I rarely go anywhere, or do anything without the shadow of my writing self being part of the adventure. Every experience provides opportunities to harvest writing ideas. It is a lens through which to view the limitless possibilities of the moment. I look forward to your responses, feedback and ideas.